A assessoria pedagógica externa no ensino médio e suas contribuições à formação docente

• Autor(a) principal: Ramos, Cíntia Acioli da Silva
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/32614
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Assessoria pedagógica; Profissionalidade docente; Prática colaborativo; Formação de professores; Ensino médio; Inovação; Pedagogical consultancy; Teaching professionalism; Collaborative practice; Teacher training; High school; Innovation

This research, carried out in the Program in Education: Curriculum at the Pontifical Catholic University of São Paulo (PUC/SP), in the research line "educator's formation", aims to identify the contributions of the external pedagogical advisor for the development of the teaching professionalism of basic education teachers in high school. The problematization arose from the need to understand the role of this professional in face of the debates, controversies, and potentialities of his praxis in the school context. The research, of qualitative approach, was concerned with the understanding of the problematic reality, involving the collaborative work between the advisor and the teachers. In line with this action base, the chosen methodology was action research. As indicators for data collection, narrative interviews, reflective sessions, and the use of a field journal were carried out. The research sought to: 1) identify the conception and functions of the external pedagogical advisor in teacher training; 2) identify the characteristics of the collaborative pedagogical advisor; 3) analyze the possibilities of contribution of the external pedagogical advisor for the professional teaching practice in basic education; 4) contribute to the improvement of the external pedagogical advisor's practice. The theoretical debate on the theme found resonance in authors such as Azevedo (2007), Cano (2007), Imbernón (2011, 2010, 2009), Leite and Marinho (2021), Monereo and Pozo (2007), Muñoz and Omeldilla (1992), Segovia (2016, 2011, 2010, 2009, 2007, 2005) and Thurler (2001). In general, the understanding of the function of the external pedagogical advisor favored innovation, the construction of a project in situ, with its own face, in collaborative practices for the training of high school teachers, and change in the ways of acting of the author of this research, understanding that her posture needs to be reconciled to the needs of the daily teaching